Anjali Adukia is an assistant professor at the University of Chicago Harris School of Public Policy and the College and the director of the MiiE Lab (Messages, Identity, and Inclusion in Education). In her work, she is interested in understanding how to reduce inequalities such that children from historically disadvantaged backgrounds have equal opportunities to fully develop their potential. Her research is focused on understanding factors that motivate and shape behavior, preferences, attitudes, and educational decision-making, with a particular focus on early-life influences. She examines how the provision of basic needs—such as safety, health, justice, and representation—can increase school participation and improve child outcomes in developing contexts.
Adukia completed her doctoral degree at the Harvard University Graduate School of Education, with an academic focus on the economics of education. She is a recipient of the William T. Grant Foundation‘s Scholar Award for her work understanding the role of school structures in exacerbating or mitigating inequality. She also received a National Academy of Education/Spencer FoundationPostdoctoral Fellowship, in addition to a grant from the Institute of Education Sciences. Her dissertation won awards from the Association for Public Policy Analysis and Management (APPAM), Association for Education Finance and Policy (AEFP), and the Comparative and International Education Society (CIES). Adukia received recognition for her teaching from the University of Chicago Feminist Forum. She completed her masters of education degrees in international education policy and higher education (administration, planning, and social policy) from Harvard University and her bachelor of science degree in molecular and integrative physiology from the University of Illinois at Urbana-Champaign. She is a faculty research fellow of the National Bureau of Economic Research and a faculty affiliate of the University of Chicago Education Lab. She is on the editorial boards of Education Finance and Policy, Journal of Research on Educational Effectiveness, and Journal of Social Computing (IEEE).
NBER working paper- From Retributive to Restorative: An Alternative Approach to Justice
Becker Friedman Institute Working Paper- From Retributive to Restorative: An Alternative Approach to Justice
Read the working paper on the results of the Education Lab’s findings from a study of the implementation of restorative practices in Chicago Public Schools.
From Retributive to Restorative: An Alternative Approach to Justice
This research brief details the findings from the Education Lab’s study of the effect of restorative practices in Chicago Public Schools.
In partnership with Chicago Public Schools, the Education Lab evaluated the effect of restorative practices implemented in high schools across the district.